Category A: Organization for Student Learning

A1

To What Extent...

• Has the school established a clear statement of philosophy that reflect the beliefs and philosophies of the institution, a commitment to Catholic identity, thoroughness of instruction, focus on the needs of the whole person, and recognizes the dignity of all members of the school community?
• Does the philosophy and mission reflect parents as primary educators and teachers as facilitators of learning?
• Is the mission defined further by adopted expected schoolwide learning results that form the basis of the educational program for every student?

Suggested Areas to Analyze

• research about teaching and learning
• process used to determine the clientele served and needs met
• the written statement of philosophy and mission reflection the beliefs of the school and it constituency
• student/community profile data and its impact on the school philosophy and mission and schoolwide learning results
• national and state educational issues
• the degree of involvement by representative of the entire school community members regarding the philosophy and mission and the expected schoolwide learning results
• the level of understanding and commitment to the philosophy and mission of the staff, students, parents, and other school community members
• the process for regular review or revision of the school philosophy and mission and expected schoolwide learning results based on global and local needs such as job market trends and community conditions
• the means by which the philosophy and mission and the ESLRs are publicized to the school and its constituency
• the degree of consistency between the school philosophy and mision, the ESLRs, and the school program
• publications used to inform parents and community members about the school program
• the degree to which the school community manifests a commitment to Catholic identity

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As your group develops answers to the guide questions, keep track of the main areas of strength and growth that you discuss in the table below. Most importantly, try to come up with some evidence that will back up areas you noted. If there is no evidence or you cannot find evidence, then the area you noted may need to be revised.

Guiding Questions

• To what extent has the school established a clear statement of philosophy that reflect the beliefs and philosophies of the institution, a commitment to Catholic identity, thoroughness of instruction, focus on the needs of the whole person, and recognizes the dignity of all members of the school community?

To a decent extent, we have a clear statement of philosophy, however, this needs to be better communicated to the community and differentiated from the philosophy of teaching and better clarified (it appears fragmented in our publications - especially the handbook).

• Does the philosophy and mission reflect parents as primary educators and teachers as facilitators of learning?

To a varying degree, the philosophy and mission reflect parents are primary educators and teachers as facilitators of learning.

• Is the mission defined further by adopted expected schoolwide learning results that form the basis of the educational program for every student?

To a great extent, pending the approval of recent changes to the ESLRs.

Statement	Evidence		Areas of Growth	Evidence
We have a mission statement, statement of philosophy, philosophy of teaching, and ESLRs.	Handbook; Website; ESLRs; Philosophy of Teaching		statement of philosophy gets lost amidst too much clutter	Handbook; Website; ESLRs all include something of philosophy, but they are often titled differently, and then there is a Philosophy of Teaching - so the overall Mission/Philosophy gets lost. (Move to Action Plan:Need some re-wording/organizing andresults from survey)
The statement of philosophy reflects the beliefs and philosophies of the institution, a commitment to Catholic identity, thoroughness of instruction, focus on the needs of the whole person, and recognizes the dignity of all members of the school community.	Handbook; Website; ESLRs; Philosophy of Teaching; posted in every classroom and building; publications (Vector, Explorer); strategic plan; Holy Cross Mission assessment;
The philosophy and mission does not reflect parents as primary educators and teachers as facilitators of learning but does acknowledge a partnership with the family in the statement of philosophy.	Statement of philosophy (1st and last paragraph) “partnership with the family”; Philosophy of Teaching (does not mention parents); mission statement does not address parents or family; on p.19 of handbook created by student curriculum committee, mentions student and teacher responsibility but not parent responsibility; WASC-WCEA survey (p.2);		More language about parents as primary educators.	"Partnership" is mentioned in statement of philosophy, but no mention of parents/family in Philosophy of Teaching and Mission statement doesn't address parents or family; no mention of parents being primary educators in any document we looked at
The mission is defined further by adopted expected schoolwide learning results but needs to take into account the revised ESLR language (inform, transform, etc.)	comparing mission/philosophy statements with ESLRs; WASC-WCEA parent survey; Process of reviewing and modifying ESLRs		If ESLRs are including "form" and "transform", shouldn't the mission statement/philosophy include that language?

Virtual Evidence Link



NOTES
11/30/10-Anne Arriaga (Minutes)
Members Present: Leonardo, Colleen Galloway, Janet C., Father Tito, Enrique, Michelle, Anne, Jeff Stone, Arlene H., Cameron Stewart

Group Norms:

Everyone will be a recorder - alternate weeks. Colleen will send out schedule for recorders.
One person will not dominate the conversation.
Don't take things personally.
Be mindful of how we say things. Respectful in our speech.
Notify Colleen ahead of time if we aren't going to be there.
Decisions decided by the majority.
Everyone will be responsible for taking turns gathering evidence.
There will be sufficient time given to collect evidence.

ESLR Changes:
1.7 - add "and"

3.4- Can we add 3.5 to distinguish between contributing to an origination and the special attention to a 21st century urgency: the Environment. (JP writes this after initial request by the A1 group members). In fact move 3.4 to 3.5.

ESLR Notes:
are headers conveying the numbered ESLRs below on student surveys etc.?
educating students about the ESLRs using different vocabulary (not adult edu-speak).
trouble with finalizing ESLRs is the number of different audiences to which they speak.
we are not comfortable voting on approval of ESLRs - we have questions. there was no follow-up after initial meeting about ESLRs. there has been no consensus among departments re: ESLRs.

NOTES
03/25/11-Anne Arriaga (Minutes)
Members Present: Leonardo, Colleen Galloway, Janet C., Father Tito, Enrique, Michelle, Anne, Jeff Stone

ESLRs approved.